Difference between revisions of "Heritage2016b"
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Revision as of 07:47, 21 August 2016
| Heritage2016b | |
|---|---|
| BibType | INCOLLECTION |
| Key | Heritage2016b |
| Author(s) | Margaret Heritage |
| Title | Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction |
| Editor(s) | Dany Laveault, Linda Allal |
| Tag(s) | EMCA, Education, Students, Assessments |
| Publisher | |
| Year | 2016 |
| Language | |
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| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | pp 327-343 |
| URL | Link |
| DOI | 10.1007/978-3-319-39211-0_19 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
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| Howpublished | |
| Book title | Assessment for Learning: Meeting the Challenge of Implementation |
| Chapter | |
Abstract
Assessment for learning (AfL) conceptualizes assessment as integral to teaching and learning. Interaction is considered a primary source of evidence in AfL. This chapter examines sequences of one-on-one teacher–student interaction from transcribed classroom videos as instances of co-regulation. Co-regulation refers to the joint influence of student self-regulation, and of regulation from other sources, including teachers, on student learning. The notion of learning as co-regulation also accords with the perspective of situated cognition in which learners actively construct knowledge with others. Challenges to the implementation of interaction in AfL and the implications for co-regulated learning are discussed, as well as ways in which teacher practice in this area could be supported.
Notes
